全文获取类型
收费全文 | 192篇 |
免费 | 4篇 |
专业分类
教育 | 161篇 |
科学研究 | 4篇 |
体育 | 12篇 |
文化理论 | 3篇 |
信息传播 | 16篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2020年 | 5篇 |
2019年 | 2篇 |
2018年 | 5篇 |
2017年 | 4篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 2篇 |
2013年 | 40篇 |
2012年 | 5篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 10篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1974年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有196条查询结果,搜索用时 15 毫秒
41.
Eating is broadly conceptualized as food choice. Food choice is a complex activity with many dimensions. Food choice is multifaceted as it involves whether, where, when, how long, how, why, with whom, for whom, and under what conditions eating occurs. Food choice is contextual as it is situated within specific conditions and settings involving both individuals and institutions. Food choice is dynamic as it unfolds and is embedded in eating episodes over lifetimes within historical eras. Food choice is multilevel as physical, biological, psychological, and sociocultural factors operate simultaneously and interact. Food choice is integrated as people coordinate many considerations to construct specific eating activities. Food choice is diverse in its broad scope of distinct and unique eating activities. Food choice can be examined using both multi‐perspective and multi‐purpose approaches, and it may not be possible to integrate different perspectives into a unified approach to understanding and changing food choice. 相似文献
42.
Carole Agres Dana Edberg Magid Igbaria 《The Information Society》1998,14(2):71-82
This article presents a conceptual research framework for investigating virtual societies. As this subject area is relatively new to the research world, this paper presents a framework for studying virtual societies. To date, much of the relevant research has been in the area of telecommuting or teleworking. But the changes to people's lives that may be a result of the movement to virtual societies encompass far more than alterations to the way we perform work in the future. The framework portrays the driving forces and the issues related to the study of this ensuing societal form. A review of the driving forces and issues of the virtual society stimulated the development of the research framework. It identifies technology as the enabler that is paving the way for society to be transformed into virtual communities, but does not dwell solely on the technology. Our endeavors focus on identifying the critical forces and issues within a global context in order to provide a foundation for future research. 相似文献
43.
44.
It is somewhat of a truism to say that reading is not what it used to be. ‘Texts’for reading now include many other media than simply print on pages and this fact has occasioned some concern among those who fear that reading television or computer-based texts may reduce or impoverish children's overall reading experience. Chris Robertson and her students have been investigating these issues through interviews with children and have found that reading and technology are not actually in conflict but can be mutually supportive. This article suggests that teachers need to think more creatively about how to use alternative texts in developing children's reading. 相似文献
45.
46.
47.
48.
N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119
49.
Questionnaire responses of a large educational faculty in a private university were used to examine support for collective bargaining and several propositions about unionism. The little existing research on specific schools within universities suggests that education faculties modestly support unionism, with tenure related negatively to it. Parametric and nonparametric analyses of data from this faculty revealed considerably different results, including far greater union support and tenure's positive relationship with unionism. This investigation suggests that theorizing about unionism and collective bargaining within the schools of universities, such as schools of education, needs to be reconsidered.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association in San Francisco, April 19–23, 1976. 相似文献
50.
Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives 总被引:2,自引:2,他引:2
Marianne Mead Carole Yearley Chris Lawrence Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186
Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation. 相似文献